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About the author

Dr. Brian Greer is an independent scholar and Adjunct Professor in the Graduate School of Education at Portland State University.

Dr. Swapna Mukhopadhyay is an Associate Professor in the Graduate School of Education at Portland State University.

Dr. Arthur B. Powell is an Associate Professor of Mathematics Education in the Department of Urban Education and Associate Director of the Robert B. Davis Institute for Learning at Rutgers University.

Dr. Sharon Nelson-Barber is a sociolinguist and directs the Center for the Study of Culture and Language in Education Research at WestEd.

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At a time of rapid demographic change and amidst the many educational challenges facing the US, this critical new collection presents mathematics education from a culturally responsive perspective. It tackles the most crucial issues of teaching mathematics to an ethnically diverse school population, including the political dimension of mathematics education within the context of governmental efforts to improve achievement in school mathematics. Culturally Responsive Mathematics Education moves beyond a point of view that is internal to mathematics education as a discipline, and instead offers a broad perspective of mathematics as a significant, liberating intellectual force in our society. The editors of this volume bring together contributions from many of the leading teachers, teacher educators, researchers, scholars, and activists who have been working to reorient mathematics education in ways that reflect mathematics education as accomplished, first and foremost, through human interactions.

In the press

"In closing, I would like to draw attention to how, in my view, many mathematics education research endeavors continue to talk the good talk of culturally responsive pedagogy in mathematics education, but walking the walk in practice remains much more elusive....I applaud the sincere efforts of the authors in this book to ground the ‘good talk’ (the theoretical discussions) in specific classroom and curricular experiences that do, indeed, serve as pointers to possibilities for real change."--Teachers College Record

"Culturally Responsive Mathematics Education seeks to establish mathematics as a human activity, constructed by those who practice it and subject to the uncertainties of any human endeavor."—Education Review